PED5782 - Understanding Inclusion

Objectives:

On successful completion of the module, students will be able to:
Evaluate the rationale for inclusion and key policy initiatives that inform inclusive practices in schools;
Develop understanding of the diverse nature of learners, including some barriers to learning and specific aspects of Special Educational Needs and Disabilities (SEND);
Compare and contrast key principles of collaborative support in meeting the needs of a diverse range of learners and children with Special Educational Needs and Disabilities (SEND);
Critically reflect on their own experiences of practices in education settings in relation to inclusion, including understanding their legal responsibilities.

Content:

Students will gain an awareness of barriers to learning experienced by children with identified specific additional needs: e.g. physical needs, medical needs, social/emotional/behavioural needs, linguistic needs (English as an additional language); and specific learning needs, e.g. Dyslexia, ADHD, Asperger's Syndrome, more able / Gifted & Talented; and how these may manifest themselves in the classroom.

The module looks at identifying needs and the evaluation of the approaches or interventions to support specific needs, e.g. the role and responsibilities of the SENCo, use of Code of Practice for SEND, IEPs/IBPs, the role of the teacher and other adults, and specialists.

Module content will include responses to national priority areas.

Learning and Teaching Information:

Workshop sessions will involve students in practical activities involved with teaching and learning and evaluation.

Tutorials will involve students in small group and individual discussion focusing on analysis and synthesis.

Focus Day Visits into Primary Schools or SILCs to observe and evaluate SEND practice.

Guest speakers will give students the opportunity to learn from other professionals and consider real case studies and examples from which to develop their own strategies and approaches

Further details relating to assessment
The critical journal is based on Focus Day experiences in an education setting and will be shared as a formative assessment throughout the module. The final submission will be expected to exemplify links between observed practice in settings and key theory/literature studied in the module.

Other relevant matters
This module will develop students' understanding of aspects of professional practice in regard to evidencing the following Teachers' Standards (DfE, 2012):
1. Set high expectations which inspire, motivate and challenge pupils
2. Promote good progress and outcomes by pupils
5. Adapt teaching to respond to the strengths and needs of all pupils
7. Manage behaviour effectively to ensure a good and safe learning environment
8. Fulfil wider professional responsibilities

Assessment:

001 Critical journal; 4,000 words; end of semester 2 100%

Fact File

Module Coordinator - Diana Mann
Level - 5
Credit Value - 20
Pre-Requisites - NONE
Semester(s) Offered -

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